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University of the State of New Yor 


Entered as second-class matter August 2, 1913, at the Post Offic 
+» under the act of August 24, 1912. Acceptance for 
special rate of postage provided for in section 1103, act 
October 3, 1917, authorized July 19, 1918 


Published Fortnightly 


No. 814 ALBANY, Now October 15, 1924 


E YEAR’S READING PROGRESS IN 
NEW YORK RURAL |s@eHoOKS;) 


MAY 2% 1929 
UNIVERSITY OF ILLINO}s 


BY 


7 


WARREN W. COXE 


Chief, Educational Measurements Bureau 
AND 


JACOB S. ORLEANS 


Research Associate, Educational Measurements Bureau 


Sud, 
ALBANY 
THE UNIVERSITY OF THE STATE OF NEW YORK PRESS 
1925 


G174r-D24-2000( 3429) 


THE UNIVERSITY OF THE STATE OF NEW YORK 


* 


Regents of the University 
With years when terms expire 


1934 CuHeEsTER S. Lorp M.A., LL.D., Chancellor - - Brooklyn 
1936 ApDELBERT Moot LL.D., Vice Chancellor - - ~- Buffalo 
1927 ALBERT VANDER VEER M.D., M.A., Ph.D., LL.D. Albany 
1937 CHarLes B. ALEXANDER M.A., eae LEDs 


Titty De Saka aN - - - - Tuxedo 

1928 WALTER GuEST KELLOGG B. B.A. LL. D. - - - - Ogdensburg 
1932 JAMES Byrne B.A., LL.B., AGB) - - - - - New York 
1931 THomas J. Mancan M.A. - - - - - - - Binghamton 
1933 “WILLIAM. 2) o WALLIN IMIEAG = si eae - - Yonkers 
1935 Witt1am Bonpy M.A., LL.B., Ph.D., D. C. L. - New York 
1930 WititAMmM P. BAKER Bie ey. D. - - - - - Syracuse 
1926 Rotanp B. Woopwarp B.A.- - - - - -  - Rochester 
1929 Ropert W. Hicpre M.A. - - - - - - - - Jamaica 


President of the University and Commissioner of Education 
FRANK -P, GRAVES Ph Do Litt (eile be ele eens 
Deputy Commissioner and Counsel 
Frank B. GILsBert B.A.; LL.D. 

Assistant Commissioner and Director of Professional Education 
AUGUSTUS: 5: ;,DOoWNiInG MAS Pdibeale Tico malsieas 
Assistant Commissioner for Secondary Education 
JAMES SuLiivan M.A., Ph.D. 

Assistant Commissioner for Elementary Education 
GeorGE M. Witey M.A., Pd.D., LL.D. 
Director of State Library 
James I. Wyer M.L.S., Pd.D. 


Director of Science and State Museum 


JOHrNeM? CLARKE Ph DWDisc eile 


Directors of Divisions 


Administration, LLoyp L. CHENEY B.A. 

Archives and History, ALEXANDER C. Frick M.A., Litt. D., Ph.D. 
Attendance, JAMES D. SULLIVAN 

Examinations and Inspections, AVERY W. SKINNER B.A., Pd.D. 
Finance, CLARK W. HALLIDAY 

Law, Inwin Esmonp Ph.B., LL.B. 

Library Extension, WILLIAM R. Watson B.S. 

School Buildings and Grounds, FRanK H. Woop M.A. 

Visual Instruction, ALFRED W. ABRAMS Ph.B. 

Vocational and Extension Education, LEwis A. WILSON 


University of the State of New York Bulletin 


Entered as second-class matter August 2, 1913, at the Post Office at Albany, 
N. Y., under the act of August 24, 1912. Acceptance for mailing at 
special rate of postage provided for in section 1103, act of 
October 3, 1917, authorized July 19, 1918 


Published Fortnightly 


No. 814 ABBAN Y, Naw, October 15, 1924 


ONE YEAR’S READING PROGRESS IN NEW YORK 
RURAL SCHOOLS 


A STUDY OF GAINS IN READING MADE BETWEEN 
1923° AND 1924 


During the school year 1922-23 a study was made of reading 
achievement in the rural and village schools of New York State. 
This survey was reported in University of the State of New York 
Bulletin, 798. The following year a number of the district superin- 
tendents, some of whom had participated in this survey, again gave 
reading tests. This made possible a follow-up of the 1923 study. 

The method of tabulation of the data supplied by the district 
superintendents was the same as that followed in the 1923 study. 
These data permitted: (1) comparisons in reading achievement, in 
both rate and comprehension, between the 2 years for (a) those 
schools that took the test both years and (0b) the State as a whole; 
(2) comparisons of grade averages with test norms; (3) compari- 
sons of the several types of schools involved for 1924, similar to 
the comparisons made for 1923. 

In 1923 the Monroe Standardized Silent Reading Test Revised 
was given to about 12,000 children throughout the State; the 
Thorndike-McCall Reading Scale to about 1550; and the Burgess 
Scale for Measuring Ability in Silent Reading to about 750. In 
1924 the Monroe test was given to about 13,000 children; the 
Thorndike-McCall scale to about 1200; and the Burgess. scale to 
about 700. In view of these totals the larger part of this report 
is devoted to an analysis of the results of the Monroe test. As in 
the study of the previous year, the tests given in 1924 varied in 
date of administering from October to June, the larger part of the 
testing being done in April, May and June. Table 1 shows this 
divergence and makes it evident that it is not a simple task to 


+ THE UNIVERSITY OF THE STATE OF NEW YORK 


equalize the time of giving the test. To make comparisons for the 
2 years valid, the same procedure was adopted as in the preceding 
study, that is, all records of tests given prior to March 1, 1924 were 
discarded. The average of the records used represents roughly the 
status of reading achievement in the early part of May or the latter 
' part of April, which is perhaps slightly later than for the previous 
year. ‘[wenty-seven counties including forty-seven supervisory dis- 
tricts participated in this study. There is appended to this report 
a summary table giving the average scores for each grade for each 
type of school for each supervisory district. A comparison of this 
_ table with the corresponding 1923 summary table should prove 
interesting.’ 

Table 2 shows the average comprehension scores by grades on 
the Monroe Standardized Silent Reading Test. Revised for each type 
of school in 1923 and in 1924 with the gain made by each grade. 
Table 4 gives the corresponding average rate scores. Tables 3 and 5 
present the number of cases for each year on which the averages 
are based. In four instances gains of one or more points were 
made in comprehension. In seven instances gains of less than one- 
half point were made, including two losses. In the remaining seven 
instances the gains ranged between one-half point and one point. 
The gains shown in table 2 and 4 are given in score points. 


1 See pages 28-35 of University of the State of New York Bulletin 798. 


ONE YEAR’S READING PROGRESS 


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THE UNIVERSITY OF THE STATE OF NEW YORK 


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Table 6 repeats these gains and interprets them in terms of the 
number of months of school achievement they represent. For 
example, it may be interpreted as follows: The average score made 
by the third grade classes in one-teacher schools was .1 of a point 
higher in 1924 than the average score made by third grade classes 
in one-teacher schools in 1923. This represents a gain in reading 
comprehension of 1 week. Or again: The average score made by 
the eighth grade classes in two and three-teacher schools in 1924 
was .6 of a point less than the average score made by the eighth 
grade classes in two and three-teacher schools in 1923. This repre- 
sents a loss in reading comprehension of 5 months of school work. 
Table 6 shows that in ten instances the gain in average compre- 
hension score for the same grades was 3 months or more. In six 
instances the gain was less than 3 months and in two instances there 
was a loss of 5 months. In the case of rate the gain was 3 months 
or more in ten instances; in four instances was less than 3 months; 
in four instances there were losses ranging from one-half to 1 month 
of school achievement. The four or more teacher schools seem to 
make the largest gains, and the one-teacher schools make larger gains 
than the two and three-teacher schools on the whole; and the upper 
grades make larger gains on the whole than do the lower grades. 
These trends are not consistent, however, in that the four-room 
schools do not make larger gains in every grade; neither does each 
of the upper grades make larger gains in every type of school. 

It is difficult to assign any reason for these tendencies except 
possibly that the upper grades were further below the grade norms 
than were the lower grades in rate in 1923.1 But the one-teacher 
schools were further below the two and three-teacher or the graded 
village schools in 1923 in both rate and comprehension.’ Still one- 
teacher schools did not make, on the whole, as large gains as did 
the four-teacher schools. The gains or losses shown in table 6 may 
be due entirely to local conditions. 

Figures 1 and 2? represent graphically the data of tables 2 and 4. 
This graphic representation shows how much nearer or farther from 
the grade norms the several grades were in each type of school in 
1924 than in 1923 for both rate and comprehension. 


1 See figures 1 and 2 of University of the State of New York Bulletin 798. 
2 See pages 16-21. 


3 


ONE YEARS READING PROGRESS 


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10 THE UNIVERSITY OF THE STATE OF NEW YORK 


Comparison of One, Two and Three, and Four or More Teacher 
Schools for 1924 


Tables 7 and 8, which are graphically represented by figures 3 
and 41, show the comparison between the different types of schools 
by grades for comprehension and rate in 1924, and a comparison 
of these with the grade norms. These comparisons correspond to 
those made on pages 6-9 in Bulletin 798. With the exception 
of the eighth grade, the graded village schools obtained higher 
average scores than did the two and three-teacher schools and these 
in turn obtained higher average scores than did the one-teacher 
schools. These differences interpreted in terms of months of school 


Comparison of Reading Achievement of One-teacher, Two and 
Three-teacher and Graded Village Schools in 1924 by 
Average Scores for Each Grade 


TABLE 7 
Comprehension 
No. of No. of Average scores for grades 
Type of school districts pupils 3 4 i 8 
One-teacher” <7. =... 37 7912 Bes) 6.4 8.6 10.8 11.9 ale}. Jal 
Two and three-teacher 25 2254 4.9 6.9 io) al Vibe ak 1222 PA Fi 
Four or more teachers 24 3432 Sar 8.6 10.6 ial US TAS: IES 
Norms: cae ete Pei eet eieacts 6.0 9.0 10.6 1250 13.6 14.6 
No. points one-teacher 
schools fell below 
wgilebers ech Gace asco comcoc ets diz 2.0 el 1.4 .6 
TABLE 8 
Rate 
Noo) YNio: of; Average scores for grades 
Type of school districts pupils 3) 4 5 6 8 
One-teacher ~..5.5 > Bf 7904 HS 103.0 TOF A 148.0 15320 163.6 
Two and three-teacher 25 2308 OGncr LOZ aD 130.2 15182) L65n0m 170R0 
Four or more teachers 2 3314 90.0 124.0 148.4 163.5 165.8 174.8 
INOFINS 7 se eusre cel ee ee rs coh oe eee eee: 1100 tS Orme 15.55.05 e730 eet SOc 0 mmm Olen) 


No. points one-teacher 
schools fell below 


walibeteecaileelky data  wonace® law atot MGS 2130 29.23 15)..5 125 i 


achievement for each grade are given in table 9. In ten out of 
sixteen cases, the differences between the several types of schools 
are more than 6 months of school achievement. The differences in 
reading ability, both in rate and comprehension, between the different 
types of schools are on the whole larger than the gains made by 
these schools in a year. The differences between the average scores 
of the graded village and the one-teacher schools would be the 
equivalent of a year’s school work in reading — almost 3 times the 
average gain made by the grades of the several types of schools. 
This means that if the four or more teacher schools made no improve- 


1 See pages 22 and 23. 


ONE YEAR’S READING PROGRESS 11 


ment and the one-teacher schools improved at the rate indicated 
in table 6, it would take the latter schools more than 2 years to 
attain the present reading status of the four or more teacher schools. 

The last two lines in each part of the summary table (pages 24-29) 
show the variation of the same grade in various districts in terms 
of months of reading achievement as measured by the Monroe 
Standardized Silent Reading Test Revised. The first of these two 
rows of figures shows the differences between the district having 
the lowest average and the district having the highest average in the 
same grade, the differences being given as months of reading achieve- 
ment. Thus there is a difference of 8.5 months (almost a school 
year) in comprehension between the third grade of the poorest and 
best districts in one-teacher schools, and a difference of 21 months 
(2 school years) in rate. The differences vary from 814 months 


TABLE 9 


Difference between average grade scores on the Monroe Standardized 
Silent Reading Test Revised for the different types of schools in 
terms of months of school work 


Comprehension Rate 
No. of months’ achievement by which No. of months’ achievement by which 
Four or more Four or more 
Two and three- teacher schools Two and three- teacher schools 
schools exceed exceed two and schools exceed exceed two and 
one-teacher three-teacher one-teacher three-teacher 
Grade schools schools schools schools 
SVR Oke EE 2u 4 4 1 
A etene o 3 oY 2 8 
Sih oe ee 3% 11 4% 7 
Si Se 0 Se 2 6 3 10 
71 ee A ee ee 2% 9 8% WA 
Se aise, ste —3 12% 8 —3i4 


to 69 months in comprehension and from 19 months to 72 months 
in rate. These differences are only approximations and many of 
them are too high. Still they are quite significant. On the whole 
the best district averages about 3 grades better in comprehension 
and about 4 grades better in rate than the poorest district. 

The last line on each page of the summary table gives similar 
data for the range of reading achievement necessary to include the 
middle 50 per cent of the districts in each grade for each type of 
school. 


Comparison of Schools That Gave Test in Both 1923 and 1924 


Up to this point the comparison and gains considered have been 
for all schools that gave the Monroe Standardized Silent Reading 
Test Revised in 1924. From these were chosen the records of 
schools that had given the test in 1923 as well as in 1924. Table 10 
includes data for these latter schools. It shows the gains made 
by grades for all such schools combined. It should be noted that 


1 THE UNIVERSITY OF THE STATE OF NEW YORK 


these comparisons do not hold for the same children for both years. 
The comparisons are made solely for those classes which appeared 
in the records of both years. Thus the eighth grade in School X 
is composed this year largely of the children who were in grade 7 
of that school last year. Table 10 gives, for instance, the compar- 
ison of last year’s eighth grade classes with this year’s eighth grade 
classes, last year’s seventh grade class with this year’s seventh grade 
classes etc., in those schools that administered the test both years. 
The table is interpreted in the following manner: The third grade 
classes in those one-teacher schools that took the Monroe Standard- 
ized Silent Reading Test Revised both years gained .3 of a point 
or three-fourths of a month’s school achievement in comprehension 
and 4.5 points or 1.3 months of school achievement in rate. In 
like manner the eighth grade classes, of those graded village schools 
that participated in the 1923 study as well as the present one gained 
1 point or 8.3 months of school achievement in comprehension, and 
17.4 points or 10.9 months of school achievement in rate. 

There are, in all, thirty-six instances of the status of school 
grades shown in table 10. Of these only four represent losses 
ranging from .9 of a month to 3% months. All losses are in rate 
of reading. Eight of the gains in comprehension and seven of the 
gains in rate exceed 5 months or one-half of a year of school achieve- 
ment. On the whole the upper grades gained more than the lower. 
The one-teacher schools made the largest gain, averaging roughly 
about 5 months’ gain to a grade; the four or more teacher schools 
average about 4 months’ gain to a grade and the two and three- 
teacher schools average about 3 months’ gain to a grade. Assuming 
that the difference between the graded village and one-teacher 
schools averages about 10 months or an equivalent of a school year, 
as is the case with all the schools in this study (see page 6), table 10 
bears out the statement made above; namely, that it would take 
the one-teacher schools 2 years to catch up to the present reading 
status of the four or more teacher schools. It should be pointed 
out that an average gain does not imply that all the schools involved 
made gains. Summary tables 18-22 in the appendix show this 
cledrive (See "pages Ol cid mays | 

In addition to the Monroe test the following tests were given in 
several of the supervisory districts in one-teacher schools only; the 
Thorndike-McCall Reading Scale, the Burgess Scale for Measuring 
Ability in Silent Reading, the Chapman-Cook Speed Reading Test. 
The first two of these measure comprehension and the last rate of 
reading. 


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14 THE UNIVERSITY OF THE STATE OF NEW YORK 


Since the number of cases for each of these tests is too small to 
be representative of the groups in which they are included, the 
results of these tests are presented on page 30 in summary form. 
To the summary is added the average score for each grade as well 
as the 1923 averages. 


Summary 


The reading situation in the rural and village schools of New 
York State may be summed up in the following statements: 

1 The graded village schools rank higher on standardized reading 
tests than do the two and three-teacher schools and these rank higher 
than do the one-teacher schools. . 

2 The graded village schools are on the average about a year 
further advanced in reading achievement than are the one-teacher 
schools. 

3 The gain made in reading ability, as measured by the Monroe 
Standardized Silent Reading Test Revised between 1923 and 1924, 
averages about 314 months a grade. The greatest gains were made 
by the four-teacher schools (about one-half of a school year), and 
the least by the two and three-teacher schools (about 2 months). 

4 The upper grades gained more than the lower grades on the 
average. 

5 There is a very wide variation in the average scores made by 
grades in different districts, the third grade score in one district 
being as high as the fifth grade score in another district. This situ- 
ation is not uncommon. 

6 The record of gains made by the schools in which the Monroe 
test was given both years corroborates the conclusions drawn from 
the record of gains made for all districts that participated in either 
the 1923 or 1924 study. 

7 It is uniformly true that the status of the classes of all types 
of schools in rate of reading is lower than in comprehension and 
the gains made in rate are on the whole not as great as those made 
in comprehension. 

8 The differences between the same grades of different types of 
schools are much greater than the gains made by the corresponding 
grades. In other words the variations in reading achievement noted 
in the 1923 study are hardly being diminished. 

9 It is not possible from the data alone to suggest causes for the 
gains except perhaps that local conditions, which can hardly be 
objectively determined, have exerted their influence. 


ONE YEAR’S READING PROGRESS 15 


10 The differences within each grade in reading ability between 
the poorest and best districts, averages about 3 grades of reading 
achievement in comprehension and about 4 grades in rate. 

It may be added in conclusion that the rural schools have on the 
whole made a gain in reading between 1923 and 1924. Still the 
grade status for the State as a whole is appreciably below the grade 
norms. This is particularly so in rate. Greater stress should be 
put on rate in teaching reading. Effort should still be exerted in 
all phases of reading, however, until the grade norms will be 
exceeded. It is not the purpose of this report to offer remedies, but 
reference may be made to the University of the State of New York 
Bulletin 803, Suggestions for Teaching Silent Reading. 


16 THE UNIVERSITY OF THE STATE OF NEW YORK 


APPENDIX 


Score 


—--1924 —-—1923 


Yiorm 
Figure l-a Average comprehension scores for Monroe Silent Reading Test 


Revised in 1923 and 1924 for one-teacher schools 


ONE YEAR’S READING PROGRESS 17 


Seore 


Norm Grades —-— 1924. —-— 1923 


Figure 1-b Average comprehension scores for Monroe Silent Reading Test 
Revised in 1923 and 1924 for two and three-teacher schools 


18 THE UNIVERSITY OF THE STATE OF NEW YORK 


Ww T ad ea or. 
Yiorm Grades —--1924 —-— 1923 


Figure l-c Average comprehension scores for Monroe Silent Reading Test 
Revised in 1923 and 1924 for four-teacher schools 


ONE YEAR'S READING PROGRESS 19 


—— {lori Grades ---1924 — — 1923 


Figure 2-a Average rate scores for Monroe Silent Reading Test Revised 
in 1923 and 1924 for one-teacher schools 


20 THE UNIVERSITY OF THE STATE OF NEW YORK 


WwW 
—— Norm Grades —-- 1924 —-—1923 


Figure 2-b Average rate scores for Monroe Silent Reading Test Revised in 
1923 and 1924 for two and three-teacher schools 


ONE YEAR’S READING PROGRESS Zi 


Herms Grades —=~{924 —-—1923 


Figure 2-c Average rate scores for Monroe Silent Reading Test Revised in 
1923 and 1924 for four-teacher schools 


p> THE UNIVERSITY OF THE STATE OF NEW YORK 


Grades 
Ylorm  ---— 4Teacher — —2-3leacher__ -— Ateacher 


Figure 3 Average comprehension scores for Monroe Silent Reading Test 
Revised for each type of rural school in 1924 


ONE YEAR’S READING PROGRESS 23 


Grades 
Norm -———dteacher uo» ——23leacher —_.__ Ateacher 


Figure 4 Average rate scores for Monroe Silent Reading Test Revised for 
each type of rural school in 1924 


THE UNIVERSITY OF THE STATE OF NEW YORK 


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ONE YEAR’S READING PROGRESS 31 


TABLE 18 


Comprehension — one-teacher schools 
The following table presents the gain, by grades and by supervisory district, 
made in each type of school in those schools that gave the Monroe Silent 
Reading Test in 1923 and again in 1924. This table includes data only 
for those schools that gave the test both years. Tables 11 to 16 inclusive 
present data for all schools that gave the test in 1924 alone. 


Gains made by arenes 
5 


County District 3 4 ‘i 8 
A TI@RAN Ymca cls ss, afer os 1 02 +1.7 +1.3 +1.4 — .5 ais 
PAN EGAN Vinee ciolevns soe 6 CW eee CR errs? Wome, ok To fp. ode ae —1.3 
<Gattaraucuse... feos. 4 + .1 4+2.3 SPSS Me Tan ncn watts | Aes 
Chenaned e.g... i +1.2 + .6 +2.0 — .l +1.1 +3.5 
Clintontece. cic oot. 1 — .5 — .5 +1.2 + .3 + .8 —3.4 
GREENE Wigs foe cs on © 3 + .1 + .3 +1.5 +2.4 +1.7 + .3 
PEWIST Ds. ei aiee a's sss 1 + .3 + .6 + .4 +1.8 — .5 — .6 
INiapararer en one toe 3 +1.8 + .3 +3.3 +1.3 +1.4 +1.2 
Cinondaga' ss hi'\s > ae» 1 — .3 + .4 +1.05 + .3 — .4 + .7 
Ontariowecc me ties: cI AT WER ee — .6 +1.75 +2.6 +4.4 +1.2 
StelLawrence:...:.o- 5 — .5 + .8 + .7 41.5 +1.3 +1.9 
Schuyler Cerseaters 2 ort 2 + .4 +1.2 + .8 +1.0 — .3 + .5 
chomipkinsaee kien. cote 1 — .2 + .6 + .9 — .2 +1.9 + .6 
Dlsteras. a. ee 2 +3.0 + .6 — .8 +1.1 —6.2 +5.2 
UE Pe Ne ee es Orie Passe burrs +1.0 — .6 + .5 — .5 +2.2 

average: Gait. Oss 2 ssi: + .3 + .7 +1.1 +1.0 + .6 + .8 

TABLE 19 


Comprehension — two and three-teacher schools 
The following table presents the gain, by grades and by supervisory district, 
made in each type of school in those schools that gave the Monroe Silent 
Reading Test in 1923 and again in 1924. This table includes data only 
for those schools that gave the test both years. Tables 11 to 16 inclusive 
present data for all schools that gave the test in 1924 alone. 


Gains made by grades 


County District =) 4 5 6 7 8 
Al Datyie totes as cons 1 +1.6 — .1 — .2 +2.1 +1.4 +1.2 
INE Sativeree Seine oo. 1 —1.2 — .2 — .2 —2.2 — .3 —1.6 
Pea a a Pergo Hts 3 +4.8 SiGe bel te MRM Poe oc as eon hy: to ee toes 
Catltaraucus iit. ce) eer + .2 +1.1 +1.6 + .1 +1.1 
(GEEPNETLY Risen nae & +2.4 — .8 — .7 —1.5 =fah Sur ny Weetiotoncuel e 
Onoudacitwr. nee. oes 1 + .5 — .8 —4.5 — .9 —3.9 42.3 
Rockland syria ele 5 ie +2.7 +1.0 + .9 +1.4 +1.5 + .9 
SGDUyletE fos a. see 2 —1.1 +3.5 +2.6 +1.3 — .3 +1.1 
ONC mee Cicg eeae ae 3 —1.7 +1.0 + .6 + .4 + .2 -+2.0 

AVeTAge! SAIN ..6 b cea.. 6 «2 + .44 + .37 + .26 + .15 + .31 =+1.02 

-TABLE 20 


Comprehension — four-teacher schools 


The following table presents the gain, by grades and by supervisory district, 
made in each type of school in those schools that gave the Monroe Silent 
Reading Test in 1923 and again in 1924. This table includes data only 
for those schools that gave the test both years. Tables 11 to 16 inclusive 
present data for all schools that gave the test in 1924 alone. 


Gains made by grades 
Sy) 


County District 3 6 ve 8 
PAA TAVE ches te fp, o as il TY oad) Ae hs aie’, Pea See + .8 + .9 + .4 
PANES ATFY cep aie plae oss <2 + 1 —2.1 +2.0 +1.7 —3.5 +1.7 + .6 
PATLCRATW oP cielorensia x. < « 3 = iy eeu) aa dda by aa barat ore — .4 + .7 

Me TATION ote tees \cis 3 — .5 +1.1 —2.5 —1.5 — .3 — .8 
OCI Sten dare orets, 5. «cso 4 + .8 +2.1 +2.8 +2.0 +1.4 +2.4 
Ege 5iCy oe Rea 3 +2.3 -+3.4 +1.8 +2.5 +1.3 + .8 
IOC lagiCtl. «seas <n 2 > ae — .7 — .2 + .1 42.3 + .1 + .8 
mE CUISV Leta yee oye. 5) 9 « 2 +1.2 + .3 —1.2 +1.6 —1.8 + .3 
PLOMIPKITIS Ty sinh) sie} 1 —1.5 a) + .4 + .1 — .l +3.3 


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TABLE 21 


Rate — one-teacher schools 
The following table presents the gain, by grades and by supervisory district, 
made in each type of school and in those schools that gave the Monroe 
Silent Reading Test in 1923 and again in rae This table includes data 
only for those schools that gave the a at years. Tables 11 to 16 
inclusive present data for all schools tha the test in 1924 alone. 


G BS by Abt 


County Distr ict 3 ary 7 8 
Allegany ....7... Se Gd : 4\0 23.1 : BS “ 8. 1.2 108g 
Allegany Mya needes ae 3 \\ ap ate Sess 33) See —21.7 
@attaraugus wane deers 4 \ 6.6 14 ¢ (OS oes cbe. oka ee ee 
Ghenanvoag tase. + «5.6 3 +14.4 ty +24.1 Sel +20.4 =+42.3 
Clintonmbe stereo vte cee 1 —14 i+ 6 rie 9 W 0.94 —10.6  —15.3 
Greene a. Seis. . bss 3)= aL i7 it tale +43.5\ L280... 20.7 eel 
WE Wis: 2. Oe Mes Weare 1 — 4.3 +10.9 0 TO“ +23.2 + 3.3 — 1.57 
INGO ATA aes ae sta «is ete 3 + 5.45 — 4X +39.0 +14.7 +15.4 =+14.0 
Qnondaga’!...%..... 1 —8.8 a . + .246 — .5 —5.1 -+12.0 
ONTATIO rete eiely seeks 1 — : + 1.9 +18.2 +50.6 +31.0 
St ‘Eawrence. 5.6.5... 5 +14.8 +10.0 +19.6 +25.3 +16.3 
Schoyler ho .s eh 2 4Mh3 (18,8 44.7 2 Re Ogee a 
‘Lompkins. i.) 2 .ic'5 2 i — 1.9 — 9.7 + 3.0 — .l +17.0 +13.6 

IGLECESs., Sea es 8s 2 +28.6 — 3.1 + 1.3 +19.4 —37.5 +85.9 
PI StRCT Chak en sos x PED | yee oe + 7.7 —27.2 — 7.8 —13.0 -+19.6 
PA Vetage (Palin. ve scien. + 4.5 + 5.7 + 8.8 +10.96 +12.2 +14.2 


TABLE 22 


Rate — two and three-teacher schools 


The following table presents the gain, by grades and by supervisory district, 
made in each type of school in those schools that gave the Monroe Silent 
Reading Test in 1923 and again in 1924. This table includes data only 
for those schools that gave the test both years. Tables 11 to 16 inclusive 
present data for all schools that gave the test in 1924 alone. 


Gains made by grades 


County District 3 4 5 6 7 Si 
PAMANY: oy Wes paste vaio ore 1 44.6.0 —34.6 —17.0 +19.0 +10.9 —15.3 
Allegany (eecso. oss 1 — 12.5 — 5.4 —16.2 —30.0 — 4.4 —17.4 
Allesany rs sree clsc bs 3 +124.2 62.9 - Sass” Tes sieteved 2 tego Sele enn 
Cattaraucusse.e ces A RE aie + 4.1 + 7.5 +23.7 +13.1 +12.0 
GTOCNE She tee Puke ose 3 + 41.3 —13.0 —22.5 — 1.8 + 1.2 +17.6 
Onondacatane nee. 2 1 + 28.9 —11.7 —44.6 +20.3 —48.0 —21.1 
Rockland ce yiet. thes. Sects + 33.9 — 3.5 + 6.7 +27 .4 +21.3 +22.5 
DCHUYICLM. va, Ao oes 2 — 20.2 +33.8 + 2.35 +15.4 — 2.1 +10.2 
UH Stersetec tess tite ace ote 3 — 26.9 — 6 — 7.4 te DL Re egiaie +25.5 

AVeTAGer Calta fae ciel + 7.58 — 4.82 — 8.08 + 5.97 + 3.95 +13.2 

TABLE 23 


Rate — four-teacher schools 


The following table presents the gain, by grades and by supervisory district, 
made in each type of school in those schools that gave the Monroe Silent 
Reading Test in 1923 and again in 1924. This table includes data only 
for those schools that gave the test both years. Tables 11 to 16 inclusive 
present data for all schools that gave the test in 1924 alone. 


Gains made by grades 


County District 3 4 5 6 y: 8 
lian ya, oom eee a ae LP aha icycleeste ge | PROP Rets at aM Pe eae +21.7 +21.0 + 9.8 
Allegany -.5 site. se « 1 —33.6 +11.4 + 14.4 —21.9 +30.3 +12.7 
Allewanvyileniics ce cook 3 310 0%. Yarcottats, tal Lets Sete neon +22.6 +54.5 
Chenango: 084° \fan's 3 +10.2 +21.95 —40.9 —32.6 — 4.8 — 5.4 

TIGN ree sae Cs aks 4 — 1.8 +13.6 + 2.0 +22.3 +16.2 +28.7 
Greetiek <. va be eee 3 + 8.5 +38.3 +28.1 +35.0 +25.4 +27 .2 
Rockland! 34.4 shea tate wee) 644.9 —17.5 — 9.3 — .4 — 7.5 +10.0 
Schuyler fs tec... « 2 +11.9 — 7.0 + 9.55 +41.03 —23.1 + 2.2 
‘Lompkins fs wee. 1 —28.0 —20.8 — 3.1 — 2.1 + 4.4 +35.8 

WAVCCALG: Palisivs ee, a — 3.1 + 6.4 — 4.1 +10.4 + 5.98 -+17.4 


